Teaching of students with different educational needs Books
Brookes Publishing Co Assessing Young Children in Inclusive Settings:
Book SynopsisMeaningful, authentic assessment practices are one key to the success of early childhood inclusion. Prepare current and future teachers with the second edition of this comprehensive textbook, an in‐depth guide to the how and the why of high‐quality assessment in the context of inclusive early childhood settings.Updated with new contributors and coverage of timely new topics, this book takes a blended approach to assessment, combining the latest recommended practices from early childhood education and early childhood special education. Well‐known experts Kristie Pretti‐Frontczak and Jennifer Grisham have developed this text to align with Division for Early Childhood Recommended Practices on assessment. Educators will learn how to select and use assessment instruments, conduct authentic assessment during daily activities and routines, collaborate with families and other team members, master the challenges of kindergarten assessment, conduct eligibility assessments, use assessment to inform program planning and monitor progress, and more.Ideal for both undergraduate and graduate courses and personnel preparation programs, this comprehensive text gives teachers the knowledge and tools they need to implement high‐quality assessment and reap its benefits: inclusive, family‐centered programming that improves outcomes for all children.WHATS NEW: New section on considerations for special populations: dual language learners, children in kindergarten, and children who have severe and multiple disabilities Increased focus on educational equity throughout the book New and expanded coverage of important themes and topics, including authenticity, collaborative partnerships, and data‐based decision making New invited contributors who are experts in the field and advocates for early childhood inclusion More practical materials, including new and extended case studies, a revised Curriculum‐Based Assessment Rating Rubric and glossary, and a list of recommended practices Overview of revised versions of commonly used curriculum‐based assessments, including AEPS‐3, COR Advantage, and Work Sampling System Companion materials for faculty, including PowerPoints with links to activities and resources Table of Contents Foreword Acknowledgements Dedications Section 1: Recommended Practices Chapter 1: Introduction Jennifer Grisham and Kristie Pretti‐Frontczak Why a Second Edition Major Themes of this Book Authenticity Collaborative Partnerships Utility Educational Equity Overview of Major Book Sections Section I: Recommended Practices (Process) Section II: Reasons for Conducting Assessment (Purpose) Section III: Special Topics in Assessment Intended Audience and Use Definitions of Key Terms Used Throughout Assessment Blended Practices Teacher Summary References Chapter 2: Recommended Practices in Authentic Assessment Kristie Pretti‐Frontczak, Rebecca Crawford, Lynn Sullivan, and Jennifer Grisham Authentic Assessment Authentic Assessment Defined Difference Between Authentic Assessment and Conventional Assessment Advantages and Evidence‐Base Advantages of Authentic Assessment Support for Authentic Assessment Flipping the Script Summar References Chapter 3: Family Involvement in the Assessment Process Julie Harp Rutland, Ashley Lyons‐Picard, Jennifer Grisham, and Kristie Pretti‐Frontczak Involving Families in the Assessment Process Ecological Systems Theory Adult Learning Theory Family‐Centered Practices Legal Mandates Involving Families in the Assessment Process Learner Expert Team Member Advocate Benefits to Families and Children Approaches for Gathering Assessment Information from Families Unstructured Approaches Structured Approaches Considerations for Gathering Reliable Information from Families Understanding Levels of Family Involvement Effective Communication Strategies Considerate Scheduling Embracing Diversity, Equity, and Inclusion Defining Priorities Setting Individual Goals Program Planning Summary References Chapter 4: Recommended Practices for Determining Technical Adequacy Kristie Pretti‐Frontczak and Jennifer Grisham Technical Adequacy Validity Reliability Bias Classification Measures Common Practices Related to Conventional Assessment Calculating Chronological Age Establishing Basal Ceiling Adjusting for Prematurity Interpreting Results Summary References Chapter 5: Critical Decision‐Making Process Lynn Sullivan, Kristie Pretti‐Frontczak, and Jennifer Grisham Overview of the Decision‐Making Process Step One: Gathering Guiding Principles: What to Observe Guiding Principles: Who Observes Guiding Principles: When and Where to Observe Guiding Principles: How Often to Observe Step Two: Documenting Written Descriptions Visuals and Artifacts Counts or Tallies Step Three: Summarizing Numerical Summaries Visual Summaries Narrative Summaries Step Four: Analyzing Patterns Trends Step Five: Interpreting Summary References Appendix A: Lists of Recommended Practices for the Decision Making‐Process Section 2: Reasons for Conducting Assessments Chapter 6: Assessment for Program Planning Purposes Kristie Pretti‐Frontczak, Jennifer Grisham, Lynn Sullivan, and Sarah Hawkins‐Lear Definition and Purpose of Assessment for Program Planning Conducting Program Planning Assessments Selecting a CBA for Program Planning CBA Rating Rubric Administering CBAs Assessment Fidelity Assessment Activities Using Information from CBAs to Program Plan Making Decisions for Program Planning Identifying Who Needs to Learn What Sorting Children by Outcomes Multi‐Tiered Systems of Support Summary References Appendix B: Revised Curriculum:Based Assessment Rating Rubric and Glossary Chapter 7: Assessment for Progress Monitoring Purposes Jennifer Grisham, Kristie Pretti‐Frontczak, Ashley Lyons‐Picard, Sarah Hawkins‐Lear, and Lynn Sullivan Progress Monitoring Recommended Progress Monitoring Practices Holistic Appraoch to Progress Monitoring Progress Monitoring Decision:Making Tiered Model of Progress Monitoring Sharing Progress Monitoring Information Communicating with Families How and When to Share Progrss Monitoring Information Summary References Chapter 8: Recommended Practices in Identifying Children for Special Services Kristie Pretti‐Frontczak and Jennifer Grisham Child Find Purpose and Requirements Common Activities and Recommended Practices Screening Traditional and Contemporary Screening Approaches Screening Types and Formats Screening Types Screening Formats Recommended Screening Practices Determining Eligibility for Services Federal Regulations Federal Categories Developmental Delay State Variations Recommended Practices for Eligibility Determination Transdisciplinary Teaming During Eligibility Report Writing Summary References Chapter 9: Program Evaluation Jennifer Grisham and Kristie Pretti‐Frontczak Types and Reasons for Conducting Program Evaluation Individual Classroom‐Level Evaluations Local Program‐Level Evaluations State‐Level Evaluations Federal Program Evaluations Methods of Collecting Program Evaluation Data Child Outcome Data Program Observations Stakeholder Input Record Reviews Recommended Practices Planning for Program Evaluation Conducting a Program Evaluation Using Program Evaluation Data Summary References Section 4: Considerations for Special Populations Chapter 10: Recommended Practices for Assessing Children Who are Dual Language Learners (DLLs) or Multilanguage Learners Lin Zhu, Jennifer Grisham, Kristie Pretti‐Frontczak, and Ashley Lyons‐Picard General Considerations for Assessing Children Who are DLLs or Multilanguage Learners Challenges of Assessing Children Who are DLLs or Multilanguage Learners Special Recommendations What to Assess How to Assess Influences and Biases Intechangeable Cuing Systems Alternative, Flexible Materials Alternative Responses Measures Summary References Chapter 11: Recommended Practices for Assessing Children with Severe and Multiple Disabilities Jennifer Grisham, Ashley Lyons‐Picard, and Kristie Pretti‐Frontczak Transdisciplinary Teaming General Considerations for Assessing Children with Severe and Multiple Disabilities Children with Complex Medical Needs Special Recommendations What to Assess How to Assess Influences and Biases Interchangeable Cuing Systems Alternative, Flexible Materials Alternative Responses Measures Summary References Chapter 12: Kindergarten Assessment Julie Rutland, Jennifer Grisham, Lynn Sullivan, and Kristie Pretti‐Frontczak Kindergarten Readiness and Kindergarten Assessment Timely Referrals and Tiered Instruction Program Planning in Kindergarten Classrooms Curriculum Based Measures Curriculum Bases Assessments Summary References Index
£38.21
Brookes Publishing Co Universal Design for Transition: The Educators'
Book SynopsisFor students with disabilities from historically marginalized backgrounds, inequities in education and support services often lead to negative post-school outcomes. Promote successful adult lives for all students with disabilities—including historically marginalized culturally and linguistically diverse learners—with the new edition of this guide to the universal design for transition (UDT) framework.Like the popular first edition, this important text prepares teachers, transition coordinators, and principals of Grades 6–12 to apply the principles of universal design for learning to transition planning for all learners with disabilities. This reimagined guide adds an equity lens, so that educators can understand the needs of historically marginalized racially and ethnically diverse students and create culturally responsive and sustaining instruction, supports, and services as students approach transition age. Practical tips, examples, and downloadable tools help teachers apply the UDT framework successfully, and the voices of experienced educators provide guidance and insight throughout. Equally useful as a textbook and an in-service resource, this new edition will get educators ready to help all students with disabilities build fulfilling adult lives that reflect their goals and dreams.EDUCATORS WILL LEARN HOW TO: Reduce student opportunity gaps related to academic achievement and transition planning Incorporate the rich cultural heritage of historically marginalized students when planning their academic and transition curriculum Master the components of UDT, including multiple means of assessment, student self-determination, multiple life domains, and use of multiple resources and perspectives when making decisions Prepare students for key aspects of adult life: employment, postsecondary education, community living, and social inclusion and engagement Create culturally sustaining IEPs that honor the complexities of diverse students and families Promote equitable access to and use of technology with a UDT approach WHAT’S NEW: New focus on culturally responsive practices and supports Updated research throughout New and expanded coverage of key topics such as community living options, use of technology and multimedia resources, and weaving social outlets and leisure activities into UDT All-new examples, resources, teaching tips, vignettes, and case studies Table of Contents Culturally Sustaining UDT: Overview and Components 1 UDT to Provide Culturally Competent Academic and Transition Instruction Chapter 2: Assessment Appendix: Transition Assessment Resources Chapter 3: Student Self-Determination Chapter 4: Stakeholder CollaborationII Culturally Sustaining UDT Across Domains Chapter 5: Employment Supports Chapter 6: Postsecondary Education Chapter 7: Community Living Chapter 8: Social Inclusion and EngagementIII Culturally Sustaining UDT Planning: Implementation Chapter 9: Individualized Education Planning Chapter 10: Embedding Technology Using an Equity Literacy Framework Chapter 11: Tying It Together: Implementing a UDT Framework Index
£36.51
Brookes Publishing Co Creating a Regulating Classroom Environment: A
Book SynopsisThe physical environment of a classroom has a powerful impact on learning and well-being—especially for students who have experienced trauma. Part of an essential new series of laminated quick guides for educators, this is your concise, practical introduction to creating a safe and supportive physical environment using a trauma-informed lens.Authors Jen Alexander and Anna Paravano, experienced educators, and experts on trauma-sensitive schools, guide you through this critical topic in a friendly, warm, and personal style. Together, they’ll show you how to create a physical classroom environment that strengthens felt safety and security for everyone, decreases behavior problems, diminishes the load on the body’s stress response systems, and focuses attention—improving readiness for both teaching and learning. You’ll learn how to develop a trauma-sensitive environment by: Setting up classroom spaces that are inviting, predictable yet flexible, and encourage choice and developmentally appropriate agency Establishing safe places that each student (and staff member) can call their own Using color as a tool to foster regulation and readiness for learning Defining focal points that engage students without overwhelming them Incorporating touchstones that help everyone feel anchored and be connected PRACTICAL DOWNLOADS INCLUDED! 8 downloads expand on the tips in this quick guide and help you take action. With these interactive printables, you’ll answer guided questions about setup in your school space, outline a solid plan for improving your learning environment, record specific ideas about your furniture and lighting, and more!About the Series: Quick Guides for Building Trauma-Sensitive SchoolsPractical, friendly, and immediately useful, this series of laminated quick guides addresses the essentials of building trauma-sensitive schools—safety, connection, regulation, and learning. Jen Alexander has collaborated with experts around the globe to bring educators tips, strategies, and activities they can apply right away in their classroom and school. Each guide in the series also includes downloadable lesson plans and exercises that educators can use to take action. Equally useful for experienced trauma-sensitive educators or those just getting started, these quick guides will help school staff create environments that support every person’s well-being and learning.
£16.10
Brookes Publishing Co You're Going to Love This Kid!: Teaching Autistic
Book SynopsisOne of the most popular, practical, and trusted books on inclusive education, this bestselling guide is now in a fully updated third edition—perfect for K–12 educators teaching the growing number of students on the autism spectrum. Created by Paula Kluth, a former teacher and celebrated inclusion expert who works with teachers and families nationwide, this book gives educators sensitive new ways to see autistic students and instantly useful strategies for teaching and welcoming them in general education classrooms.Both pre- and in-service educators will find the up-to-date research and ready-to-use tips they need to make schools safe, accessible, and appropriately challenging for learners on the autism spectrum. Drawing on decades of experience, Paula Kluth offers a comprehensive, real-world guide to supporting autistic students—from big-picture guidance on the law, planning, and collaboration to the practical details of classroom arrangement, teaching strategies, and positive behavior supports. With a clear focus on the strengths, gifts, and perspectives of autistic learners, the book prominently features the voices of autistic people and their families and includes their valuable ideas and insights.A professional resource and textbook that teachers will keep forever, this new edition of “You’re Going to Love this Kid!” is the ultimate guide to supporting autistic students and meeting each learner’s individual needs in the inclusive classroom.WHAT’S NEW All chapters thoroughly updated to reflect the latest research and recommended practices More insights from autistic people and their family members Engaging new features: learning objectives, bulleted organizers, and all-new discussion questions New and updated reproducible materials: includes 20 online forms, student worksheets, planning tools, activities, and checklists A new chapter co-author adding expert advice on making classrooms supportive for those with sensory needs Identity-first language that reflects the preferences of autistic people More graphics, photos, and artwork that illustrate and reinforce key points TOPICS COVERED INCLUDE: values and beliefs that support inclusive schooling definitions and characteristics of autism respectful partnerships with parents and caregivers classroom arrangement and sensory supports classroom community and social relationships communication tools and considerations effective literacy instruction respectful and effective responses to behavior lesson planning co-teaching and collaboration with team members federal laws related to special education Table of Contents Chapter 1 Autism Chapter 2 Inclusive Schools Chapter 3 The Role of the Teacher Chapter 4 The Family–School Partnership — With Eileen Yoshina Chapter 5 The Comfortable Classroom — With Paula Aquilla Chapter 6 Friendships, Social Relationships, and Belonging Chapter 7 Communication Skills, Competencies, and Relationships Chapter 8 Literacy Teaching and Learning — With Kelly Chandler-Olcott Chapter 9 Behavior: Rethinking Challenges and Creating Supports Chapter 10 Lessons for All: Using UDL to Plan, Teach, and Assess Chapter 11 Teaching Strategies — With Christi Kasa Chapter 12 Collaboration in Classrooms and Beyond
£39.91
Harvard Educational Publishing Group Six Shifts to Improve Special Education and Other
Book SynopsisSix Shifts to Improve Special Education and Other Interventions offers a set of bold, new ideas for dramatically raising the achievement of students with mild to moderate disabilities and students experiencing serious academic, social and emotional, and behavioral difficulties. Despite much effort and caring on the part of educators, a new approach to supporting struggling students is critically needed so they can master grade-level skills and complete college, argues author Nathan Levenson. Combining research with evidence from his own implementation work in more than a hundred districts, Levenson makes the case for a wholesale rethinking of how interventions are delivered summarized by six essential 'shifts.' Designed to be practical and draw on the talents of existing staff, Levenson's shifts are paired with concrete advice and lessons learned from the field to improve special education and general education interventions such as Response to Intervention and Multi-Tiered Student Supports.Six Shifts to Improve Special Education and Other Interventions serves as both a call to action and a critical guide for administrators looking for more effective, affordable ways to close the achievement gap.
£27.16
Human Kinetics Publishers Active Games for Children on the Autism Spectrum:
Book SynopsisEvery school wants to be inclusive. But often children on the autism spectrum are left behind when it comes to participating in physical education and becoming physically literate—in part because many physical educators feel unprepared to include children on the spectrum in class activities. That’s where Active Games for Children on the Autism Spectrum comes in.Theoretical Framework, Games, and Lesson PlansThis text provides both the adaptive framework teachers need and more than 80 games to help children on the spectrum take part in physical activity, learn from games, and enjoy being active.Beyond the framework and games, the book will help physical educators, parents and caregivers, and others develop the courage, competence, and confidence they need to teach and help children on the autism spectrum.Active Games for Children on the Autism Spectrum offers an exploration of the ABCs of physical literacy (agility, balance, coordination, and speed); breakdowns of 16 specific skills, including fundamental movement skills, bike riding, skateboarding or scootering, swimming, and ice skating 22 games to practice the ABCs and skills; 30 single equipment games using Hula-Hoops, bean bags, scarves, rubber balls, gator balls, and racquets and balloons; 29 lesson plans for target games, net and wall games, striking and fielding games, and invasion games using the Teaching Games for Understanding approach; 21 bonus games to practice what is learned in the lessons; 14 warm-up and sport skill games; 4 warm-up games to be used in an inclusive class; and 1 sample home or gym fitness program. Games Are Easy to Use and PurposefulThe games are easy to use, with clear instruction on how to effectively teach movement skills to all students, including those on the spectrum. The games are active, enjoyable, and imbued with purpose. They are accessible to anyone working with children on the autism spectrum in school, at home, or in other settings.What Sets This Book ApartWhat sets this text apart from similar books is its wealth of theoretical and practical content beyond the games. Its focus on physical activity, wellness, health, inclusion, and physical literacy in a wide variety of environments, along with its foundational content, makes Active Games for Children on the Autism Spectrum highly valuable to both experienced and inexperienced teachers, as well as parents and others working with children with autism. Chapters on physical literacy, adapting physical activity, planning, movement skills, community, family and friends, and fitness create a well-rounded, thorough exploration of how to help children on the spectrum enjoy the benefits of physical education and an active lifestyle. In doing so, these children can enhance their health, improve their motor skills, and strengthen their social skills.Table of ContentsChapter 1. IntroductionUnderstanding Physical LiteracyOn the Autism SpectrumCharacteristics of Children and Considerations for Physical Literacy and GamesA Word About LanguageConclusionChapter 2. Adapting Physical ActivitySelecting the Best Environment for Developing Physical LiteracyADAPT DecisionsTask ProgressionsAdapting With EquipmentConclusionChapter 3. PlanningCommunicationPlanning for the Learning EnvironmentPlanning for Teaching Physical Literacy and GamesMotivationSense of ControlConclusionChapter 4. Fundamental Movement SkillsABCs of Physical LiteracyTeaching Fundamental Movement SkillsSingle Equipment Teaching MethodBall SenseGo-To GamesRecess and PlaygroundConclusionChapter 5. Physical Education and CommunityPlanning for Physical EducationTransitioning Activities From One-on-One to Inclusive GroupTeaching Games for Understanding (TGfU)TGfU LessonsWarm-Up and Sport Skill GamesInclusive Community Sports Program: SoccabilityConclusionChapter 6. Family and FriendsBike RidingSkateboarding (Scooter)Swimming and Water SafetyIce SkatingConclusionChapter 7. FitnessFitness In and Outside of SchoolInstructional Considerations and ToolsQuestions to AskActivitiesConclusion
£33.60
Arcler Education Inc Special Education Tools, Concepts and Design for
Book SynopsisThis book focuses on themes related to special education, inclusive practices, individualized instruction, and assistive technology. It is particularly relevant to undergraduate students in education and special education, providing them with a comprehensive understanding of the tools, concepts, and strategies needed to support children with diverse learning needs. Practitioners in special education gain practical insights into designing and implementing effective individualized education plans (IEPs) and leveraging assistive technologies to enhance learning outcomes. Policymakers can draw from this knowledge to develop inclusive education policies that prioritize the needs of children with disabilities, and the general public becomes more aware of the importance of inclusive and supportive educational practices for all children.Table of Contents Chapter 1 Understanding Special Education Needs Chapter 2 Assessing and Identifying Special Education Needs Chapter 3 Designing Individualized Education Plans Chapter 4 Effective Instructional Strategies for Special Education Chapter 5 Creating Inclusive Learning Environments Chapter 6 Working with Families and Caregivers Chapter 7 Promoting Inclusion and Social Integration Chapter 8 Assessing Progress and Monitoring Outcomes
£131.20
Emerald Publishing Limited Implementing Inclusive Education: Issues in
Book SynopsisThe volume will provide an examination of issues around how policy for inclusive education can be implemented in practice. In relation to different thematic policy areas considered in each chapter these questions will be considered: • What are the main policy issues for inclusive education? • What recommendations are there for addressing these issues? • What are the difficulties in implementing these recommendations? • How can these difficulties be overcome? Overall conclusions will focus on lessons learnt for supporting the implementation of policy for inclusive education and bridging the policy-practice gap.Table of ContentsChanging Conceptions of Inclusion Underpinning Education Policy - Cor Meijer and Amanda Watkins SECTION I: KEY POLICY AREAS FOR INCLUSIVE EDUCATION Ensuring a Strong Start for All Children: Inclusive Early Childhood Education and Care - Paul A. Bartolo, Eva Bjorck-Akesson, Climent Gine and Mary Kyriazopoulou Financing Inclusive Education: Policy Challenges, Issues and Trends - Serge Ebersold and Cor Meijer Educating All Teachers for Inclusion - Amanda Watkins, Annet De Vroey and Simoni Symeonidou Inclusive Vocational Education and Training (Vet) - Policy and Practice - Edgar Pereira, Mary Kyriazopoulou and Harald Weber SECTION II: SUPPORT AND PROVISION How Can Education Systems Support All Learners? Tipping-Point Leadership Focused on Cultural Change and Inclusive Capability - Per Skoglund and Hans Stacker Multicultural Diversity and Special Educational Needs - Geoff Lindsay, Sonali Shah and Mary Kyriazopoulou ICT as a Tool for Supporting Inclusive Learning Opportunities - Marcella Turner-Cmuchal and Stuart Aitken Addressing the Challenges of Raising Achievement for All - Verity Donnelly, Finn O´Murchu and Wiltrud Thies SECTION III: MONITORING THE IMPLEMENTATION OF INCLUSIVE EDUCATION Inclusive Assessment: Issues and Challenges for Policy and Practice - Anthoula Kefallinou and Verity Donnelly Efficiency, Effectiveness and Equity Within Inclusive Education Systems - Amanda Watkins and Serge Ebersold Young Voices on Inclusive Education - Victoria Soriano Summary and Conclusions: Ways Forward in Bridging Policy-Practice Gap Issues Within Inclusive Education
£95.99
Emerald Publishing Limited Intercultural and Inclusive Education in Latin
Book SynopsisQuality education is a human right and all individuals and peoples regardless of their social, ethnic, personal, economic, gender, or religion, should be able to participate and engage in productive and lifelong learning. This volume explores the ways in which intercultural and inclusive education have been addressed in Latin America through small, local, or nation-wide programs to improve peoples' experiences regarding diversity, such as racism, classism, meritocracy, and redefines the priorities to advance on the quality of education for all.Key international authors contribute chapters on the history, status, and challenges of intercultural and inclusive education in a specific country or region in Latin America. Intercultural and Inclusive Education in Latin America: Trajectories, Perspectives and Challenges focuses on the history and advances in public policies, teaching practices, educational programs, as well as new methodologies and theoretical perspectives t
£85.00
Emerald Publishing Limited Including Voices
Book SynopsisThrough the presentation of research and an examination of exclusionary conditions, and the ways in which these are being challenged, the editors and authors present an important debate focused upon human rights and practical application of inclusive practices.
£85.00
Emerald Publishing Limited Neoliberalism and Inclusive Education: Students
Book SynopsisCharter schools continue to grow in influence, as does the push for inclusive education for students with disabilities. What is the value and impact of these schools, especially on the marginalized populations they often serve? Relying on the fields of DisCrit, and Sociology of Special and Inclusive Education, this book answers these questions by focusing on the topics of neoliberalism and inclusive education. Mac focuses on the history of the school choice and privatization movement in the United States with special consideration given to how ideologies such as disaster capitalism and neoliberalism shaped and influenced the movement, as well as how successful (or not) these privatization efforts have been overall as a social justice endeavor for marginalized students. The author also recounts the history of education for students with disabilities, highlighting historical inequities of schooling for students with disabilities in the United States. Drawing from an ethnographic case study of an independent, urban charter school, the school’s vision and reality of day-to-day life for students with disabilities at this school are explored. The author investigates the school’s inclusion program in the broader neoliberal landscape of free market competition in the educational marketplace and argues that as a result of inclusive education and neoliberal reforms being virtually incompatible, the pervasive neoliberal environment presents the biggest hurdle to successful inclusive education.Trade ReviewIn this brilliantly and beautifully researched and written book, Sylvia Mac traces the history of neoliberal reforms in education as running parallel, yet antithetical to the inclusive education movement. Fueled by disaster capitalism and the corporatization, Mac draws on DisCrit and critical disability studies to carefully and thoughtfully lay bare the illusion of school choice for minorized and disabled students. I can’t wait to teach this important and timely book. -- Beth A. Ferri, Ph.D. (Professor, Syracuse University)In a time of increasing movement towards privatization of schools without critical examinations of the impact of that privatization (and the subsequent standardization of notions of “success” and “achievement”) on many subgroups of students, our field needs more thoughtful analyses that encourage deep interrogations of the impact of charter schools on our most vulnerable (and often most overlooked) groups of students. Dr. Sylvia Mac has written a beautiful ethnographic case study of a small charter school, exploring neoliberal ideologies as they intersect with notions of inclusivity and equity for disabled and neurodivergent students of color living in low-income situations. Her book provides important analyses of legacies of inequality throughout the histories of the school choice movement in education and the evolving frameworks for education of students with disabilities; leading to a deep analysis of ways in which ideals of equity and inclusion in a small charter school are irreconcilable with the realities of neoliberal ideas of success within a market of “choice.” Dr. Mac provides important recommendations for policy makers, teacher educators and researchers interested in best supporting historically marginalized students to truly more towards more egalitarian and supportive educational settings. -- Betina Hsieh, Ph.D. (Associate Professor of Teacher Education, California State University, Long Beach)Sylvia Mac debuts the intersection of disability, inclusive education and neoliberalism in a critical ethnographic portrayal of a small California charter school. Mac critically questions the concept of inclusion in this setting, showing that neoliberal values and inclusion are mutually exclusive. Inclusion conceals many social issues and neoliberal values, such as independence, profit accumulation and competition, which Mac unfolds as she shares her interviews, observations, and review of school documents. Mac deftly illustrates how free market reform has raised the ante for low income, especially non-native English-speaking children of color to succeed in an increasingly competitive and standardized schooling environment. We feel Santiago’s abandonment by special education staff in the study skills class when he says he’s “lost.” The general teachers are in a similar situation without help. In the end, children who need differentiated instruction instead become deficient, instead of the system that labels them as so. Neoliberalism and Inclusive Education provides a poignant account of charter schooling, revealing that neoliberal values are smokescreened with cost benefit analyses, strategic plans and educational outcomes, manufacturing failure for the disabled. -- Denise Blum, Ph.D. (Associate Professor, Oklahoma State University)With her unfailingly trenchant analysis, Dr. Mac critiques the deployment of capital and power in the service of neoliberalism against vulnerable and under-represented populations. She brings a critical ethnographic lens on a charter school to address how neoliberal ideology and inclusive education discourses spectacularly fail poor students of color with disabilities, addressing key gaps in what we know about how inclusive education is experienced by underrepresented students. -- Shabana Mir, Ph.D. (Associate Professor, American Islamic College, Chicago)Table of ContentsChapter 1. School Choice, Disaster Capitalism, and the Reproduction of Inequality for Historically Marginalized Students Chapter 2. The Creation of Deficient Students in Need of a “Special” Education Chapter 3. Needy Populations and Individual Failures Chapter 4. The Illusion of Choice and the Myth of Competition in the Education Marketplace Chapter 5. The Incompatibility of Neoliberalism and Inclusive Education Chapter 6. Closing Thoughts and Recommendations
£47.99
John Wiley & Sons Inc Children with Language Disorders
Book SynopsisThis book examines what speech and language therapists, working individually and in multidisciplinary teams, really do with language-impaired children. Rather than discussing this from the basis of one particular school, theoretical model or approach, the book aims to develop a holistic view of the child, her/his family, environment and progress with language.Table of ContentsChildren With Language Impairments. Formal and Informal Assessment. Differential Diagnosis of Langauge Disorder. Treatment and Management of preschool Children With Language Disorders. Treatment and Management of school-aged Children With Language Disorders. Teenagers With Language disorders. Where to go From Here. Research - Methods and Issues. Children With acquired Aphasia.
£60.75
John Wiley & Sons Inc Tackling Dyslexia
Book SynopsisThis book describes an approach to teaching which is designed to take account not only of the problems encountered by children with dyslexia when learning to read, spell and write, but also of the nature of the task that the dyslexic child is trying to master. This second edition has been revised and expanded to include new approaches to the teaching of phonics, recent ideas about developing reading skills, the revised National Curriculum and the Code of Practice, and new developments in IT and software for teaching. There are completely new chapters covering early recognition, helping younger children, and difficulties with mathematics; and the sections on testing and monitoring work and on materials and games for teaching have also been expanded to form individual chapters.Table of ContentsPreface. 1 The Dyslexia Difficulty and The Literacy Task. 2 The phonological Approach. 3 Testing and Monitoring Work. 4 Approaches and Procedures for Teaching. 5 Teaching The Dyslexic Pupil in Key Stage 1. 6 Teaching Phonic work at Different Stages. 7 What Goes Into a Lesson?. 8 Reading. 9 Numeracy and mathematics. 10 Into The Classroom. 11 Handwriting. 12 Special Topics. 13 Computer technology in Lessons With Dyslexic Children. 14 Using Visual and Multisensory aids, Games and Other Materials. Appendix I Talking to Parents. Appendix II programmes, Resources and Books for Teaching. Appendix III Estimating The readability of Books. Appendix IV Further Reading and Reference Addresses. Appendix V Checklists. Appendix VI The National Literacy Strategy and The ' literacy Hour'. Appendix VII Notes and References. Index.
£43.65
John Wiley & Sons Inc Autism: Medical and Educational Aspects
Book SynopsisThis book attempts to go some way towards bridging the gap between theoretical understanding of autism and understanding it in the practice of daily life. The cause of autism is physical, biological and organic and people with autism require specialised education and support matched to their particular difficulties.Table of ContentsIntroduction. Autism AS A Syndrome OF Hyperrealism. Steven, Sven and The Others. An Apple and an Orange. Mistanpitaaeniten. The Hyperrealists. Autism AS A Developmental Disorder. The Significant Development Scales. The ven More Significant Stories. The Special Story of People With Asperger syndrome. Where is it Heading? The Medical Diagnosis OF Autism AND Disorders OF The Autism Spectrum. Classic Autism, or Kanner' s Syndrome. Disorders of The autism Spectrum. Considerations for The Differential Diagnosis. A Constantly recurring Difficulty. The IQ. Neuropsychologcail Tests. How Frequently Should the Diagnosis be Made? The Biologial Basis OF Autism. Autism Seldom Comes alone. Possible Causal Factors. Morphological and Biochemical Signs of Brain dysfunction. Laying One' s Finger on The Problem(s). A Provisional Synthesis. practical Conclusion. Work-up Required. Education AND Guidance OF People With autism. Recommendations From The Medical Viewpoint. Above All, a Need for structure. Frequent Medical Problems. Problems Associated With Specific syndromes of the Autism Spectrum. Medication. Education AND Guidance OF People with Autism. The Major Educational Starting Points . Herman. Behavioural problems and The Myth of Procrustes. Jan and The Limited Power of Abstraction. more on The Level of Abstraction. Maria and The Language Trap. The Five Axes of professional Training and Education. Education AND Guidance OF People With autism. Practical Examples - Where? When? How Long? Communication. Self-help and Domestic Skills. Work Skills and Work Behaviour. Leisure Skills. Social skills. In Conclusion. References. Epilogue.
£47.45
John Wiley & Sons Inc Keyboarding Skills for Children with Disabilities
Book SynopsisChildren who have difficulty with handling a pen or pencil or who have problems with organising movements at a cerebral level are at a great disadvantage in school no matter what their intellectual and academic levels may be. Personal computers and electronic keyboards can revolutionise the lives of children with these types of difficulties enabling them to perform in the classroom with their peers. However, since such equipment is costly, it is essential that an accurate assessment is made of the child's needs and abilities to ensure that appropriate equipment is chosen. It is equally important when teaching keyboarding skills to select methods and techniques which are appropriate to each child's strengths and weaknesses.Table of ContentsIntroduction. Children who will benefit from learning keyboarding skills. Assessing the need for learning keyboarding skills. Choosing the most suitable equipment. Methods of teaching keyboarding skills.
£43.65
John Wiley & Sons Inc Dyslexia in Different Languages
Book SynopsisThis book presents current research on dyslexia in alnguages other than English. It is increasingly evident that it is essential to define dyslexia in terms of the language of instruction because learning to read cannot be separated from the linguistic parameters of that language. Differences in the orthographic, phonological, morphemic and inflectional structure of a language influence the degree of difficulty encountered by children when learning to read. Consequently, authors describe the linguistic properties of their languages and discuss the problems encountered by dyslexics in that language and the dyslexics' underlying cognitive deficits. The objective of this book is to explore a variety of languages and to identify both the language specific characteristics of reading and spelling problems in each language and the core deficits that are common to all dyslexics regardless of the language of instruction.Table of ContentsIntroduction, cross-linguistic studies of dyslexia - an overview of current research. Cross-linguistic assessment of reading difficulties in English-Afrikaans bilingual children. Learning to spell in French: How spoken and written language influence the acquisition of spelling skills of Quebec-French speaking children. Reading disability in Norwegian children. Dyslexia in German-speaking children. The manifestation of developmental reading disorders in a regular orthographic system: the Greek language. Reading and reading difficulties in Polish. Identifying developmental dyslexia in Arabic - a review of the literature. Developmental dyslexia in Chinese. Dyslexia in English and Japanese and 'Hypothesis of Granularity'. Literacy problems in braille. Dyslexia in different languages - what next?
£39.85
John Wiley & Sons Inc Down Syndrome Across the Life Span
Book SynopsisThis book promotes a positive message for people with Down syndrome across the world. Living with Down Syndrome is a positive experience for the majority of children and adults with Down syndrome, and for their families. Of course there are difficulties to be faced, but quality of life, from infancy to old age, is determined more by the quality of healthcare, education and social inclusion offered to individuals, than by the developmental difficulties that are associated with Down syndrome. The aim of this book is to bring the latest information on research and good practice to families, practitioners and policy makers in order improve the services available to individuals with Down syndrome in all countries.Table of ContentsPart One: Setting the Scene. 1 - The aspirations of adults with Down syndrome. 2 - Beyond the myths - representing people with Down syndrome. 3 - Supporting families. 4 - Positive families - appreciating adult children with Down syndrome. 5 - Mum, Dad, and Kids- family life. Part Two: Perspectives for services. 6 - Early intervention and support. 7 - Healthcare. 8 - Genetic aspects. 9 - Creating positive lifestyles for people with Down syndrome in developing countries. Part Three: Development and Education. 10 - Learning in young children. 11 - Making inclusion work. 12 - Speech, language and memory development. 13 - Developing number and money skills. 14 - Developing literacy across all ages. 15 - Verbal-motor behaviour. 16 - Self-regulation in young adults. Part Four: Adolescence and adult life. 17 - Adolescence and inclusion. 18 - Health and ageing. 19 - Life after school. 20 - Adult lives, living and working in the community. 21 - Ageing with confidence and competence.
£86.36
John Wiley & Sons Inc Early Reading Development and Dyslexia
Book SynopsisEarly Reading Development and Dyslexia focuses on how children learn to read and on the difficulties some children have in acquiring this important skill. It concentrates specifically on the very beginning stages of reading development - that is, in the 4-7 year age group. This book begins by considering current ideas about how young children begin to acquire reading skills, and draws particularly on research that focuses on the language abilities that they need to have in place in order to facilitate early reading. The link between phonological abilities and the acquisition of letter knowledge is especially strongly highlighted, but attention is also paid to other reading-related language skills and to the role that parents and teachers play in promoting good early reading development. Later chapters focus on the importance of early identification of reading problems through screening and assessment procedures. Effective teaching of beginning reading skills within the classroom is discussed, prior to a review of current specialist teaching methods designed to improve reading progress in early-diagnosed young dyslexic children.Table of ContentsPreface. Introduction. Phonology. Reading and Alphabetic Principle. Reading, Verbal Memory and Naming Skills. Phonological Difficulties and reading Failure. A Case Study. Risk Factors. Protective Influences and compensatory Strategies. Phonological Deficits in Dyslexia. Children at Risk of Dyslexia. Screening for Early Reading Failure. Preventing Reading Failure. A Model for The Assessment of Reading Impairment in Young Children. Teaching young Dyslexic Children. Assessing and Teaching The Young Poor Reader. Four case Studies. Questions We Still Have to Answer. Index.
£45.55
John Wiley & Sons Inc Occupational Therapy Approaches for Secondary
Book SynopsisThe current trend towards social inclusion has resulted in an increasing awareness by school staff of the necessity to support students who have a variety of additional needs. Occupational Therapists identify how physical, psychological and learning disabilities affect a student?s ability to operate in the classroom. This highly practical book will help staff recognise when a student?s poor performance within the classroom is the result of a medical condition or underlying motor and perceptual deficit. Clear tables enable the reader to link observed classroom behaviour with possible management approaches and sources for further advice. Each curriculum subject has been analysed to identify areas where practical strategies will help students to achieve their potential. Information, clearly set out with bullet points, will provide a useful resource for special needs co-ordinators, teachers and support staff when devising Individual Education Plans. Paediatric Occuptional Therapists working with secondary aged students will also find it an invaluable tool.Table of ContentsIntroduction. Chapter 1. Foundation Skills. Chapter 2. Medical Conditions. Chapter 3. Curriculum Areas. Chapter 4. Occupational Therapy Skills Sheets. Appendix 1: Alternative Methods of Recording. Appendix 2: Handwriting Self-Evaluation Checklist. Appendix 3: Information kCommunication Technology Checklist and Resources. Appendix 4: Teachers' Checklist for Visual Signs. Appendix 5: Student Work Schedule. Appendix 6: Individual Student Profile. Equipment Resources. Suppliers' addresses. Useful Addresses. Further Reading. Glossary. Index.
£68.35
John Wiley & Sons Inc The Adult with Down Syndrome
Book SynopsisThe marked increase in life-expectancy in Down syndrome since the 1990s, although a very good sign in itself, raises important questions regarding the health issues, cognitive involution and social and professional inclusion of people with the condition. In this text, a large group of leading specialists have supplied a series of papers on many aspects of this issue, ranging from epidemiology, genetics, medical issues, Alzheimer's disease, cognition and language, to sexual behaviour and contraception, family issues, professional orientation and work experiences. This book should be of interest to physicians, psychologists, social workers and educators working in the field who wish to provide evidence-based interventions for persons with Down syndrome advancing in age.Table of ContentsEpidemiology, Genetic, Biological, Medical and Pharmacological issues. Cognition and Language Aspects. Psychosocial. Educational and professional Aspects.
£81.65
John Wiley & Sons Inc Autism and Blindness: Research and Reflections
Book SynopsisThis book has brought together leading international experts to explore the similarities and the differences between autism and blindness. Current research with children as well as adults is described comparing early psychological development from a range of perspectives such as language, memory, thought and feelings as well as providing critical reviews of educational and intervention programmes. New developments in the field have sparked debate that is well represented here and touches on a variety of issues ranging from musical talent to the basis of 'connectedness' to others. The readership will be drawn from many fields reflecting the interdisciplinary nature of the topic and will include researchers and practitioners in psychology and psychiatry as well as educationalists, therapists, classroom teachers and parents.Table of ContentsPreface. Contributors. Acknowledgements. Chapter 1 Autism and blindness: building on the sum of their parts, Linda Pring. Chapter 2 Why connect? On the relation between austim and blindness, R Peter Hobson. Chapter 3 Beyond 'modalarity' and innateness: sensory experience, social interaction and symbolic development in children with autism and blindness, Susan Leekam and Shirley Wyver. Chapter 4 More than meets the eye: blindness, talent and autism, Linda Pring and Valerie Tadic. Chapter 5 Early signs of developmental setback and autism in infants with severe visual impairment, Naomi Dale. Chapter 6 Do blind children show autistic features:. Miguel Perez-Pereira and Gina Conti-Ramsden. Chapter 7 Blind children and children with autism: research methods fit for purpose, Vicky Lewis and Glyn Collis. Chapter 8 Educational implications of autism and visual impairment, Rita Jordan. Chapter 9 Guidelines for teaching students with visual impairment and autistic spectrum disorders, Ros Gibbons. Commentary Reflections on the connections between autism and blindness, Helen Tager-Flushberg. Index.
£40.80
John Wiley & Sons Inc Dyslexia and Self-Concept: Seeking a Dyslexic
Book SynopsisThis book addresses the important area of dyslexic children' s perception of themselves and how this is shaped by people and processes within their early school careers. It draws upon hitherto neglected psychological concepts such as self-efficacy, locus of control and learned helplessness to explain within a social-interactivist framework the powerful effect of self-perceptions on the social, emotional and academic development of dyslexics. Techniques for assessing these factors are described and research evidence is provided to demonstrate how a sense of dyslexic pride associated with positive academic outcomes can be achieved. The book is aimed at teachers, teacher-trainers, parents and academics researching developmental aspects of dyslexia, but combines scholarship and research in a manner that makes it accessible to adult dyslexics also.Trade Review"... accessible and thought-provoking...." (Dyslexia Review, May 2006) "... this book makes for an engaging and though-provoking read for anyone interested in the main topics." (Debate, June 2007)Table of ContentsThe Self-concept and its Relationship to Educational Achievement. A theoretical Framework for Investigating Dyslexics' Personal Appraisal and Sense of Identity. Approaches to Assessment. Learning Careers as Foundations for The formation of a Dyslexic Identity. How it Feels to be Dyslexic. Boys'own stories. Pulling it all Together. References. Index
£35.10
John Wiley & Sons Inc Early Years Movement Skills: Description,
Book SynopsisThis is an evidence-based manual of diagnosis and interventions for helping children between three and six years old who lack a complete range of fundamental movement skills. The book outlines the difficulties young children have with movement, especially developmental co-ordination disorder (DCD) and explains their assessment, using especially the early years motor skills checklist (EYMSC), a unique instrument aimed especially at children three to six years old. The management of the condition is then discussed, giving particular attention to the Special Education Needs Code of Practice. Finally the book explores the notion of a developmental coach, suggesting that parents and carers are the most appropriate individuals to fill this role. Contains photocopiable Early Years Movement Skills (EYMSC) checklist Based on the authors’ extensive experience in this field Table of ContentsPreface. Acknowledgements. Chapter 1. Motor development and change. Chapter 2. More development in young children. Chapter 3. Movement skill difficulties. Chapter 4. Assessing young children with movement difficulties. Chapter 5. Intervention in the early years. Appendix 1: Technical Information. Appendix 2: Early years movement skill check list. References. Index.
£33.20
John Wiley & Sons Inc Treating Phonological Disorders in Children:
Book SynopsisThis book provides a practical guide to the use of Metaphon therapy, the principled approach to phonological therapy, which takes full account of theories of learning and the linguistic nature of phonological disorder in children. The authors explore clearly the theoretical back-ground to Metaphon and translate it into clinical practice. For this second edition the book has been extensively revised and expanded to take account of current research and literature on phonological disorder and linguistic awareness and advances in the development of Metaphon.Table of ContentsPreface. Chapter 1 Introduction. Chapter 2 Current Knowledge of Phonological Disorder. Chapter 3 Linguistic Assessment of Phonological Disorder and Metaphone. Chapter 4 Theoretical Basis: Metalinguistic Ability. Chapter 5 Theoretical Basis: Language and Learning. Chapter 6 Metaphon Therapy Phases. Chapter 7 Metaphon Therapy: Practice. Chapter 8 Does Metaphon Therapy Work? Chapter 9 Wider Applications of Metaphon. Chapter 10 Conclusions. References. Index.
£64.55
Future Horizons Incorporated Hope for the Violently Aggressive Child: New
Book SynopsisDr. Ralph Ankenman presents new diagnoses and treatment options for children who have severe disruptive meltdowns at home or school. Referred to as Immature Adrenaline Systems Over reactivity (IASO), this approach is based on the relationship between aggression and the body's adrenaline systems. Therefore IASO does not require psychotropic drugs. Instead, IASO reduces or eliminates psychotropic drugs from a child's regimen. IASO stops episodes of violence and aggression in patients with autism, with bipolar disorder, with developmental disabilities and also many with no mental health diagnosis at all. Standard psychotropic drugs often do not fully resolve these behaviors and lead to unnecessary side effects. A companion website of the same name as this book enables caregivers and parents to discuss and share tips about this new approach, called Immature Adrenaline Systems Over reactivity (IASO).Trade ReviewAs parents of a child who had 3 hour violent episodes, and who was successfully treated by Dr. Ankenman, we know Dr. Ankenman's approach works".—C. Higgins"Thank you, Dr. Ankenman, for changing our lives and giving Liesl the opportunity to realize her potential for a stable, happy and productive life!" - SusanTable of Contents Acknowledgements Introduction A Violently Aggressive Child Survey Of Aggressive Behavior Symptoms PART I: THE EPIDEMIC OVERDIAGNOSIS OF BIPOLAR DISORDER IN CHILDREN Chapter 1: The Increasing Diagnosis of Childhood Bipolar Disorder In America Chapter 2: Bipolar Disorder: What It Is, And What It Isn’t PART II: INSTINCTS AND VIOLENT AGGRESSION Chapter 3: Behavior Problems in Children Caused By Adrenaline System Over reactivity Chapter 4: Instincts and Adrenaline Crisis Chapter 5: Two Systems Of Adrenaline Reactivity Chapter 6: Two Adrenaline Crisis States PART III: CASE STUDIES AND CLINICAL EXPERIENCES Chapter 7: Adrenaline and Behavioral Science: Case Studies and Medical Literature Chapter 8: When a Child Has Rage Reactions As Well As Another Diagnosis Chapter 9: Bipolar Disorder Revisited PART IV: TALKING TO CLINICIANS Chapter 10: Collecting Information Chapter 11: Other Treatment Considerations Medication Addendum Postscript by Dr. Edward Cutler Works Cited Index
£17.95
Sensory World Songames for Sensory Processing: 25
Book SynopsisProvides musical activities for improving fine and gross motor skills, muscle strength, and rhythmicity. These 25 therapist created Songames offer a world of developmental play activities. Plus, the 53 page companion booklet explains how to use music to enhance specific skills, provides a comprehensive list of resources, and triples the number of therapeutic ways to use the games!
£22.46
Sensory World Building Sensory Friendly Classrooms to Support
Book SynopsisRebecca Moyes, a teacher, author, renowned lecturer, and mother of a child with Asperger's Syndrome, helps walk any regular education or special education teacher through the process of setting up a sensory-friendly classroom in this easy to use book. This is currently the only book that discusses the importance of data-driven strategies, and then helps teachers implement them! Sensory integration disorder often presents as a behavioral problem; thus, although it's an internal state, it has to be addressed based on what observable behaviors are seen in the child. Rebecca is able to take the data and worj out how to make any student's, (and teacher's!), life easier.
£17.95
Autism Asperger Publishing Co,US The Hidden Curriculum of Getting and Keeping a
Book Synopsis
£17.06
Future Horizons Incorporated Feed Your Baby & Toddler Right: Early Eating and
Book SynopsisThe majority of our eating and drinking skills are developed in the first two years of life. Parents can help with this process by using appropriate feeding techniques from birth. Every three months from birth, your baby will have a growth spurt in the area of feeding. Parents often receive very little instruction on ways to feed their children, yet good eating and drinking skills encourage the best mouth development and set up patterns for life. This book reveals secrets for better breast and bottle feeding, and feeding development for babies from birth to the toddler years.Table of Contents Crucial Developmental Checklists: Feeding and Related Development Checklist: Birth to 24 Months Food and Liquid Introduction Checklist: Birth to 24 Months Intentional, Supervised Tummy and Belly Time Checklist (Birth to 7-months): A Likely Crucial Missing Developmental Link Mouth and Hand-Mouth Reflex or Response Checklists Secrets For Better Breast And Bottle Feeding Important Mouth Characteristics for Feeding The Best Positioning for Feeding and Why What Breastfeeding Can Do for Your Baby’s Mouth that Bottle Feeding Cannot Nursing/Breastfeeding Bottle Feeding What To Do If Your Baby has Difficulty Maintaining a Latch What To Do If Liquid is Flowing Too Fast or Too Slowly Subtle Difficulties That Can Affect Feeding and What To Do About Them Nutrition Hydration Feeding Development: One to Six Months
£14.20
AAPC Publishing Why Didn't They Just Say That?: Teaching
Book Synopsis
£17.95
AAPC Publishing FLIPP The Switch 2.0: Mastering Executive
Book Synopsis
£25.16
Gallaudet University Press,U.S. Guidelines for Multilingual Deaf Education
Book Synopsis
£11.17
Future Horizons Incorporated My Friend with Autism: Enhanced Edition
Book SynopsisThis book's vivid illustrations and charming storyline will foster tolerance and understanding among peers, while the printable coloring pages will enlighten and engage learners! My Friend with Autism, Enhanced Edition is the exceptional result of parent Beverly Bishop's determination to educate her son's classmates about autism, thus helping her son fit in at school. A peer narrator explains that his friend with autism is good at some things and not so good at others-just like everyone else! In an informative, positive tone, he addresses issues such as: Sensory Sensitivity Communication Differences Unique Ways of Playing Insistence on Routine At the end of the book are page-by-page notes for adults, which supplement the text with facts and explanations to further educate teachers and classmates' parents. The FREE companion CD contains a printable coloring page for every page of the book, including the page-by-page notes for adults, and other features such as: 18 Signs and Symptoms of an Autism Spectrum Disorder, 10 Quick Strategies for Helping a Child with Autism, Recommended Reading, And more! Trade Review"A creative and wonderful resource!" — Carol Gray, author, speaker, and creator of Social Stories"My Friend with Autism celebrates the perspective and unique abilities of children with autism and offers classmates concrete ways to develop connections and friendships." — Angela Telfer, Teacher Consultant for Students with Autism Spectrum Disorders
£14.20
Future Horizons Incorporated Hidden Curriculum Calendar
Book SynopsisThe world around us is a complicated place filled with expectations, rules, assumptions, guidelines, regulations, and policies. When rules are unclear or unstated we can become upset, indignant, or confused. This hidden curriculum exists across environments, places, people and cultures.
£28.45
Myers Education Press Adapt and Thrive
£29.45
Walter de Gruyter ?Empowerment Konkret!: Handlungsentwürfe Und
Book Synopsis
£23.50
Walter de Gruyter Praktische Sozialarbeit: Das 'Life Model' Der
Book Synopsis
£28.02
Information Age Publishing English Learners With Learning Disabilities: A
Book SynopsisThis edited book is intended to offer a practical guide for general, special, and bilingual/English as a second language educators working with English learners (ELs) with learning disabilities (LD) in the K-12 inclusive classroom. Authored by leading scholars with expertise in the fields of special and bilingual education, the book provides educators with a solid foundation of the growing demographics of ELs in our schools, an understanding of second language acquisition, and further knowledge of the referral, assessment, and identification process.A detailed discussion addresses cultural competence and the development of the individualized education program (IEP) and provides an overview of legal and instructional foundations for developing culturally and linguistically responsive (CLR) IEPs for diverse learners, with a specific focus on students with LD who are acquiring English as an additional language. Federal legislative mandates, required IEP components, and the significant role that families assume in quality IEP development is presented along with practical examples that demonstrate a strengths-based perspective for engaging colleagues and families in the development of CLR IEPs for ELs.The remaining chapters of the book provide content on the use of a multitiered systems of support (MTSS) framework, effective instructional practices, and research-based language and literacy interventions. To assist with the implementation of these interventions, a variety of co-teaching models are provided. Finally, the authors suggest ways to better communicate with parents and/or families to enhance collaboration between home and school.
£48.45
Information Age Publishing English Learners With Learning Disabilities: A
Book SynopsisThis edited book is intended to offer a practical guide for general, special, and bilingual/English as a second language educators working with English learners (ELs) with learning disabilities (LD) in the K-12 inclusive classroom. Authored by leading scholars with expertise in the fields of special and bilingual education, the book provides educators with a solid foundation of the growing demographics of ELs in our schools, an understanding of second language acquisition, and further knowledge of the referral, assessment, and identification process.A detailed discussion addresses cultural competence and the development of the individualized education program (IEP) and provides an overview of legal and instructional foundations for developing culturally and linguistically responsive (CLR) IEPs for diverse learners, with a specific focus on students with LD who are acquiring English as an additional language. Federal legislative mandates, required IEP components, and the significant role that families assume in quality IEP development is presented along with practical examples that demonstrate a strengths-based perspective for engaging colleagues and families in the development of CLR IEPs for ELs.The remaining chapters of the book provide content on the use of a multitiered systems of support (MTSS) framework, effective instructional practices, and research-based language and literacy interventions. To assist with the implementation of these interventions, a variety of co-teaching models are provided. Finally, the authors suggest ways to better communicate with parents and/or families to enhance collaboration between home and school.
£86.70
Information Age Publishing Flourishing in Contexts and Cultures:
Book SynopsisThe youth of today is confronted with a myriad of challenges of living in a world that has never been more volatile, uncertain, complex, and ambiguous. These multifaceted challenges compromise their well-being. Fostering the well-being of young people across sociocultural boundaries, rather than of the select groups of privileged individuals, is a timely and worthy endeavor and should not take a back seat. The advent of Positive Education, which is an educational paradigm that emphasizes the goal of developing both cognitive abilities and well-being skills in students and young people in general, has offered a promising generic approach to promoting the well-being of young people. The twin goals of Positive Education are indeed aligned with two major views of well-being: eudaimonia highlighting the importance of one's engaged pursuit of meaningful goals, and hedonia stressing the importance of one's positive emotion and life satisfaction in one's well-being. Their combination – that wellness is achieved when a person is feeling good and functioning well – has often been termed 'flourishing'. Unfortunately, scholarly discussions on sociocultural influences on flourishing or well-being and ways of promoting it have been scarce.This volume addresses such a gap in a rigorous and timely manner. International scholars from culturally diverse backgrounds put together their thoughts and ideas in their respective chapter contributions that, collectively, invite us to mindfully take into account youth's sociocultural and sociodemographic backgrounds in promoting their flourishing. This book, which embodies the 'who', 'what', when, 'where', and 'how' of youth well-being, will be extremely insightful and useful for scholars and researchers as well as policy makers and practitioners (teachers, interventionists, counsellors, youth mentors) who seek to promote the well-being of young people in their respective contexts and beyond.
£48.45
Information Age Publishing Flourishing in Contexts and Cultures:
Book SynopsisThe youth of today is confronted with a myriad of challenges of living in a world that has never been more volatile, uncertain, complex, and ambiguous. These multifaceted challenges compromise their well-being. Fostering the well-being of young people across sociocultural boundaries, rather than of the select groups of privileged individuals, is a timely and worthy endeavor and should not take a back seat. The advent of Positive Education, which is an educational paradigm that emphasizes the goal of developing both cognitive abilities and well-being skills in students and young people in general, has offered a promising generic approach to promoting the well-being of young people. The twin goals of Positive Education are indeed aligned with two major views of well-being: eudaimonia highlighting the importance of one's engaged pursuit of meaningful goals, and hedonia stressing the importance of one's positive emotion and life satisfaction in one's well-being. Their combination – that wellness is achieved when a person is feeling good and functioning well – has often been termed 'flourishing'. Unfortunately, scholarly discussions on sociocultural influences on flourishing or well-being and ways of promoting it have been scarce.This volume addresses such a gap in a rigorous and timely manner. International scholars from culturally diverse backgrounds put together their thoughts and ideas in their respective chapter contributions that, collectively, invite us to mindfully take into account youth's sociocultural and sociodemographic backgrounds in promoting their flourishing. This book, which embodies the 'who', 'what', when, 'where', and 'how' of youth well-being, will be extremely insightful and useful for scholars and researchers as well as policy makers and practitioners (teachers, interventionists, counsellors, youth mentors) who seek to promote the well-being of young people in their respective contexts and beyond.
£86.70
Information Age Publishing Children With Learning Differences Exploring
Book SynopsisActively listening and building bridges among students, teachers, and communities provides learners with authentic opportunities to be involved, invested, and ignite meaningful change. This book celebrates students' first-tellings of their experiences as ""students with differences"" in schools. Throughout the authors' school experiences, they yearned for spaces to share their expertise, thoughts, ideas, talents, and aspirations. These authors emphasize the need to recognize student voice, which they contend, should permeate all levels of collaborative work in schools. These collaborations include, but are not limited to the integration of diverse assessments, differentiation, curriculum design, arts-based projects, inquiry, establishing school policies, and evaluating daily practices in schools.What students have to say matters. However, authors reiterate how often schools attempted to silence them, especially due to the label assigned to them: ""disabled."" How students learn matters. What students learn matters. Their untapped sense of wonderment plays a pertinent role in their growth and development. Together, these authors utilize artmaking to express how they navigate oppressive systems, such as school. They contend there is a need for K-12 students to co-create knowledge and build bridges among themselves, educators, families, and diverse communities. Their new ways of knowing through this artmaking process afforded them with a renewed relevance for learning and the need to promote authentic school reform. Bottom line: students matter. Their leadership, creativity, and capacity to think system-wide are essential to classroom, school, curriculum, and community needs. These young authors stress the need to continue this significant work and emphasize the power of student voice through artmaking.Trade ReviewThis book reveals the hidden curriculum behind how students negotiate school environments that are often indifferent or even hostile to them. It demonstrates their resilience, their perceptions and how experiences in the arts inspire them to overcome the school environment which has silenced or marginalized them. The stories in these pages will inspire you and reinforce your belief in the human spirit."" — Fenwick English, Florida Gulf Coast University
£45.60
Information Age Publishing Children With Learning Differences Exploring
Book SynopsisActively listening and building bridges among students, teachers, and communities provides learners with authentic opportunities to be involved, invested, and ignite meaningful change. This book celebrates students' first-tellings of their experiences as ""students with differences"" in schools. Throughout the authors' school experiences, they yearned for spaces to share their expertise, thoughts, ideas, talents, and aspirations. These authors emphasize the need to recognize student voice, which they contend, should permeate all levels of collaborative work in schools. These collaborations include, but are not limited to the integration of diverse assessments, differentiation, curriculum design, arts-based projects, inquiry, establishing school policies, and evaluating daily practices in schools.What students have to say matters. However, authors reiterate how often schools attempted to silence them, especially due to the label assigned to them: ""disabled."" How students learn matters. What students learn matters. Their untapped sense of wonderment plays a pertinent role in their growth and development. Together, these authors utilize artmaking to express how they navigate oppressive systems, such as school. They contend there is a need for K-12 students to co-create knowledge and build bridges among themselves, educators, families, and diverse communities. Their new ways of knowing through this artmaking process afforded them with a renewed relevance for learning and the need to promote authentic school reform. Bottom line: students matter. Their leadership, creativity, and capacity to think system-wide are essential to classroom, school, curriculum, and community needs. These young authors stress the need to continue this significant work and emphasize the power of student voice through artmaking.Trade ReviewThis book reveals the hidden curriculum behind how students negotiate school environments that are often indifferent or even hostile to them. It demonstrates their resilience, their perceptions and how experiences in the arts inspire them to overcome the school environment which has silenced or marginalized them. The stories in these pages will inspire you and reinforce your belief in the human spirit."" — Fenwick English, Florida Gulf Coast University
£81.60
Editorial Academica Espanola Fundamentos para la gestión de la violencia
Book Synopsis
£46.37
Ediciones Aljibe Los superdotados
Book Synopsis
£13.17
Ediciones Aljibe Cmo prevenir las dificultades en la expresin
Book Synopsis
£13.85
Ediciones Aljibe Orientacion Educativa E Intervencion
Book Synopsis
£999.99
£19.31
